The Pedagogical Potential of Video Remix

Burwell, Catherine

doi:10.1002/jaal.205

Cited by 24 publications

(8 citation statements)

References 18 publications

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“…The way in which digital remix practices celebrate fresh "spins" on the original source material and new ways of looking at what's already in place may even help people to creatively engage with or respond to the rapid pace of change, with existing and emerging social, governmental and environmental problems, to establish and maintain relationships across distance and differences, and so on (cf. discussions in Burwell, 2013;Wilson, 2010).…”

Section: Resultsmentioning

confidence: 99%

Remix, literacy and creativity: An analytic review of the research literature

Knobel¹

2017

EHA

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Creativity is often identified as a key factor contributing to national economic growth and as an important life skill for personal and group wellbeing. Therefore, it is worth taking a close look at "creativity" as a concept and a practice, and to examine what might be at stake when grouping them together, especially in relation to schooling. The situation at schools is in marked contrast to a sizeable body of out-of-school research which shows how people are being creative and imaginative in their meaning making practices, especially within remix practices. The purpose of the paper is to survey existing English language research on digital remix and literacy with a view to identifying patterns across these studies that speak of the ways in which ordinary, everyday people have been practicing creativity. In the course of conducting this analytic review empirical publications published in English over the past two decades were examined and an overview of scientific literature on remix and literacy in out-of-school spaces was drawn up, identifying interesting patterns regarding creative endeavor and meaning making that might usefully inform classroom pedagogy. A related aim was to identify patterns concerning how digital remix and literacy have been studied to date. All of the 36 reviewed studies emphasise how approaching creativity as a thoroughly social phenomenon helps to confront instrumental approaches. The remix work documented in these studies show how committed people are to deliberately work at "being creative" and how that may help people to creatively engage with, or respond to, the rapid pace of change, with existing and emerging social, governmental and environmental problems, as well as to establish and maintain relationships across distance and differences.

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Section: Resultsmentioning

confidence: 99%

Remix, literacy and creativity: An analytic review of the research literature

Knobel¹

2017

EHA

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“…Bricolage as a method does not necessarily apply to collage specifically but can be applied to other mediums. For example, media studies scholar Catherine Burwell (2013) utilized Johnathan McIntosh's 2009 video remix to discuss copyright laws and consent. In the video, McIntosh remixes Buffy from the titular series Buffy the Vampire Slayer and Edward from the movie franchise, Twilight.…”

Section: How Can Artmaking Be Used In Classrooms?mentioning

confidence: 99%

“Parallels”: Social justice through artmaking and the archives

Prasad

2022

YU-WRITE

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Inspired by Thai artist Manit Sriwanichpoom (1997-2008), I created a series of photographic prints in 2019 called Sheila and the… (Figures 1-3) depicting in the foreground (in colour) my alter ego named “Sheila” against a black and white background of a historical event. Using a similar format, Parallels: Sheetal and the… (2022) (Figures 4-6) speaks to the shift that many have witnessed since the start of the Covid-19 pandemic. Both series address the ongoing cycles of historical events and colonial violence. I posit that by engaging in history through artmaking, students can better understand the cycles of colonial narratives and navigate social justice issues in our lived experiences.

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“…As it relates to culture jamming, détournement can best be understood as the ultimate goal that culture jamming aims to achieve, that people would encounter the "jammed" cultural artifact and engage in the mental process of critiquing it from a critical perspective (Lasn, 1999;Sandlin & Callahan, 2009;Warner, 2007). The process of creating détournement simply involves taking preexisting elements from one artifact and repurposing them into something new (Elias, 2010); consequently, détournement can also be conceptualized as a form of remixing (Burwell, 2013;Jenkins, Purushotma, Weigel, Clinton, & Robison, 2006;Lankshear & Knobel, 2011). While it has traditionally taken the form of "subvertisements"-a term associated with the ad parody work of culture jammers in which advertisements are modified for critical purposes to subvert the advertisement's original intent (Chung & Kirby, 2009;Harold, 2004;Sandlin, 2007)-in recent years détournement has assumed a video form in which various media clips are taken from their original contexts and juxtaposed against other media clips that point viewers to a critique of the messages contained within the original contexts (Trier, 2014).…”

Section: Defining Détournementmentioning

confidence: 99%

Media Literacy and American Education: An Exploration with Détournement

French¹,

Campbell²

2019

JMLE

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Many competing voices are speaking about the state of American education and how it should be reformed in the best interest of students. Topics such as teachers unions, charter schools, and standardized tests are at the center of many of these discussions. How do we decipher what to believe amid such conflicting perspectives concerning these topics and others like them? To progress American education in a direction that benefits students and democratic society, today's educational stakeholders must adopt a critical stance in their evaluation of issues at the center of American education; lessons that encourage the development of critical media literacy skills are vital to this effort. This article explains how using détournement in the classroom contributes to this goal, providing a historical background of détournement, exploring a détournement created by the authors, and sharing practical applications for teachers. Practical considerations are drawn from the authors' experiences implementing détournement in the context of a master's level Disciplinary Literacies course for preservice teachers. The détournement creation process in this context provided an opportunity for preservice teachers to cultivate skills in digital video composition as both critical media consumers and critical media producers. Resources and practical applications shared within the article can guide teachers in implementing détournement in the classroom to help students adopt a critical stance toward the media they regularly consume.

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The Pedagogical Potential of Video Remix

Cited by 24 publications

References 18 publications

Remix, literacy and creativity: An analytic review of the research literature

Remix, literacy and creativity: An analytic review of the research literature

“Parallels”: Social justice through artmaking and the archives

Media Literacy and American Education: An Exploration with Détournement

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